LIFE SKILLS LESSON PLAN EXEMPLARS GRADE 3 TERM4 2009
LIFE SKILLSLESSON PLAN EXEMPLARSGRADE 3TERM42009
TABLE OF CONTENTSCONTENTPAGESIntroduction4Overview of a Learning Programme5-8Work Schedule9-11Lesson Plans Exemplars12-28Formal Assessment Task29-302
NOTE TO SCHOOL MANAGEMENT TEAMS AND TEACHERS IN THE FOUNDATION PHASEThe exemplar Life Skills Lesson Plans for Grade 3 teachers were developed by the Provincial Foundation Phase Curriculum Advisors and Foundation Phaseteachers. This is intended to support teachers in the Planning, Teaching and Assessment process for Term 4We trust that these support materials will provide the necessary clarity and guidance for teachers to manage the NCS implementation process successfully andconfidently.It is the responsibility of the School Management Team to monitor and support teachers in the use of these resources. The teachers are responsible for using theseresources to manage the Planning, Teaching and Assessment process successfully in the classroom. These are exemplars that are aligned to National Policies andprescripts and teachers are encouraged to use and adapt these lessons to suit the needs and context of the learners and their school.If schools need more clarity and guidance on the use of these Resource Materials, the District and Provincial Offices can be contacted.We trust that every school will now be better equipped to improve learner performance in the Foundation Phase.Yours in Quality Education----------------------------------Dr T ReddyCES: ECD/Foundation PhaseHead Office3
INTRODUCTIONThe Eastern Cape Department of Education, Curriculum Chief Directorate in collaboration with the District Curriculum Advisors developed this document to supportteachers in planning for teaching, learning and assessment for effective implementation of the National Curriculum Statement in the Foundation PhaseLife Skills is one of the three Learning Programmes taught in the Foundation Phase. It deals with the holistic development of the child, socially, emotionally,personally and physically. It also provides inclusive topics or themes that are relevant to real life situation of a learner. These themes may promote literacy skillsthrough role play drama and discussions. LO4 Physical Development will also consolidate some concepts in Mathematics and promote Numeracy skillsThis document serves to assist teachers with daily teaching, learning and assessment in Life Skills for Grade 1-3. A Work Schedule for term 4 has been developed.Integration of Assessment Standards has been done for the teachers. Planning accommodates Formal Assessment Tasks (FATs) and Learner Attainment Targets asindicated in the Draft LAT document which will be finalised soon and sent to schools. Lesson plan exemplars can be adapted and refined so that they meet the needsand the context of the learner .The resources that are indicated are a guide. Teachers are at liberty to use other relevant material.Teaching time for Life Skills is 1 hour 15 minutes daily, 6 hours 15 minutes weekly in Grade 3 according to National policy. This time allocation for Life Skills must beadhered to. All the lesson plans have been designed to cover Learning Outcomes and Assessment Standards for the fourth term according to the Work Schedule.Teachers are advised to use the Provincial Assessment Guidelines for exemplars of assessment tools4
GRADE 3ANNUAL OVERVIEW OF A LEARNING PROGRAMMELO1: HEALTH PROMOTIONASSESSMENT STANDARDAS 1 – Compares healthy and poor dietary habits and describesthe effects of such habits on personal health.TERM 1TERM 2TERM 3TERM 4Importance of a balancedParticipation in arecycling project.Distinguish betweenCategorise food intohealthy an unhealthygroupsFunctions of differentfood groups on thebody.Explanation of whatDiscussion of differentGrouping of wasteRecycling is.types of waste and theirproducts for recycling.Pollution and how itpossible uses.diet.foodAS 2 – Participates in a recycling project and explains howrecycling contributes to environmental health.Affects the environment.AS 3 – Discuses myths surrounding communicable diseasesand the causes and preventions of these.Examples ofMyths surrounding somecommunicable diseasesand how they are passedcommunicable diseasesincluding HIV/AIDS.How to preventisolation of infected andaffected people throughthese myths.Eating and living withsomebody withTB/HIV/AIDS.on including HIV/AIDS.Witchcraft.AS 4 – Identifies relevant people and their contact details toreport cases of accidents, abuse, crime, fire, illness and injury.5People in the health careand safety professions likenurses, policemen, socialworkers, traditional healers.Know them and their role insociety.People in the health careand safety professions likenurses, policemen, socialworkers, traditional healers.Know them andHugging and kissing.Places to go to forhelp.Knowledge of emergencynumbers like the nearestpolice station,ambulance,
GRADE 3ANNUAL OVERVIEW OF A LEARNING PROGRAMMEtheir role in society.etc.LO2: SOCIAL DEVELOPMENTAS 1 – Explain leadership qualities in the school context andparticipates in school voting.What is a leader (qualities)Explain terms associatedExplain leadership inschool context.Characteristics ofschool leader theywould vote for.Participation in a schoolvote.List some of the messagesin the anthem.Recognise andappreciate it when it issung.Singing all the words ofthe National Anthem.with voting like :-Ballotpaper Election, NominationSecret Ballot Candidate, etcAS 2 – Explains meaning of and sings the National Anthem.What is a NationalAnthem?AS 3 – Discusses the role of acceptance, giving, forgiveness,sharing in healthy social relationships.Explain how people differand how they can besimilar.Understand that peoplesometimes have a differenceof opinion about something.Importance of sharingwith others andcooperating with peoplein celebrating theHeritage Day.Importance of sharingwith others andcooperating with people.AS 4 – Tells stories of female and male role models from avariety of local cultures.Discuss male/female roleEquality of the sexes.State positive aspectsabout own role models.Women’s Day talkthroughSame career choices forName and describingclothes worn by differentExplain how food isused in certain religiousDiscuss similarities andreligious leaders.ceremoniesmodels within communities.AS 5 – Discuss diet, clothing and decorations in a variety ofreligions in S.A.Identify prominentReligious celebration intheir communities.Both men and woman.differences in festivaldecorations used bydifferent religions.6
GRADE 3ANNUAL OVERVIEW OF A LEARNING PROGRAMMELO3: PERSONAL DEVELOPMENTAS 1 – Describes own abilities, interests and strengths.Identification of ownUnderstanding of whatPersonal interests.they can or cannot doExplaining why one likes/does not like certain(weakness vs strength).thingsIdentification of one’sstrong points.Self-assessment in terms ofwhat one can/cannot do.AS 2 – Explains why own body should be respected.Understands differentinternal and external partsof the body and how theywork.Ability to look after own bodywell, what to do, not to do.Identify forms of abuseand how they canhappen.Understanding of whatone could do in cases ofabuse (who to tell,contact person, etc).AS 3 – Explains how she/he copes with challenging emotionsincluding dealing with living with diseases and illness.Understanding of life’schallenging situations likedeath, terminal illness, etc.What to do/not to do whenliving with someone with aterminal illness like HIV/AIDSPlaces to go to for helpand support whendealing with sadness.Coping skills to help intimes of loss of sadness.AS 4 – Demonstrates assertiveness appropriate to a situation.Knowledge of what actionsto take when faced withdifferent situations.People and places of helpwhen needed.Decision making.Action plan for differentsituations.AS 5 – Identifies group work skills and applies themconsistently.Identify own role in class.Adhering to group rules.Listening attentively toothers point of view e.g.when planting treescelebrating Arbor WeekTaking responsibility andaccountability in owngroup.Performs movement toa sound in sequenceRemembers patterns ofmovement and performsLO 4: PHYSICAL DEVELOPMENT AND MOVEMENTAS.1 – Demonstrates a variety of perceptual motor skills, in7Follows simple movementPerforms movement
GRADE 3ANNUAL OVERVIEW OF A LEARNING PROGRAMME8pairs and in teams, using simple rules.rules.cooperatively.(alone, in pairs or ingroups.them.AS 2 – Performs basic movements in sequence and withrepetition, with and without equipment.Uses different body parts tomake rhythmic movements.Uses different body parts tomake rhythmic movements.Appropriate use ofequipment with bodymovements insequence.Appropriate use ofequipment with bodymovements in sequence.ASS 3 – Explores expressive movements using contrasts ofspeed, direction, body shape and position.Follows the rhythm andspeed of music whilstperforming differentmovements.Follows the rhythm andspeed of music whilstperforming differentmovements.Follows movementsand sequencingfocusing on speed,rhythm direction andposition.Follows movements andsequencing focusing onspeed, rhythm directionand position.ASS 4 – Participates in play and describes its effects on thebody.Identify and play gamesthey enjoy playing andexplain why they like them.Play and explain importanceof participating in play.Play and explain effectsof physical activity onthe body.Play a variety of gameswith rhythm, speed etc.Linking it to AS 1, 2 AND3 (ABOVE)
LIFE SKILLS: GRADE 3 WORK SCHEDULE TERM: 4WEEK 1REVISION TERM 3 WORK9WEEK 2 (DIFFERENTCULTURES )LO 2 AS 5Discuss diet , clothing anddecorations in a variety ofreligions in South Africa. Pg115 119 SPOT ONWITHINLO 4 AS 1Demonstrate a variety ofperceptual motor skills, in pairsand teams, using simple rulesCONCEPTRemembers patterns ofmovement and performs them.LO 3 AS 4Demonstrate assertivenessappropriate to a situationCONCEPTAction Plan for differentsituationsLO 2 AS 4Tells stories of female andmale role models from avariety of local culturesCONCEPTSome career choices for bothmen and women.LO 3 AS 3Explains how she /he copeswith challenging emotionsincluding dealing with livingwith diseases and illness.ACROSSSS HIST. LO3 AS 1, 2 & 3NS LO 1 AS 1.1WEEK 3 (POLLUTION)WEEK 4(POLLUTION CONT.)LO 1 AS 2Participates in a recycling project andexplain how recycling contributes toenvironmental health.CONCEPTParticipation in a recycling projectWITHINLO 4 AS 2 lo 4 as 1 Pg 115 sport onPerforms basic movements in sequenceand with repetition, with and withoutequipment.LO 3 AS 5Identifies group work skills and appliesthem consistentlyCONCEPTSTaking responsibility and accountability inown groupACROSSEMS LO 1 AS 2, FAL LO 1 AS 6, MATHSLO 5 AS 1, NS LO 1 AS 2.1,GEO LO 3 AS 1, 2, 3, 4 & 5: LO 1 AS 3:TECH LO 1 MAKES AS 1 & 2 ( MYCLEVER pg 71 - 75)RESOURCESMoney, pictures, photos, waste materials,containers (big), refreshmentsASSESSMENT STRATEGIESFORMLO 1 AS 2Participates in a recycling project andexplain how recycling contributes toenvironmental health.CONCEPTParticipation in a recycling projectWITHINLO 4 AS 2 lo 4 as 1 Pg 115 sport onPerforms basic movements in sequenceand with repetition, with and withoutequipment.LO 3 AS 5Identifies group work skills and appliesthem consistentlyCONCEPTSTaking responsibility and accountability inown groupACROSSEMS LO 1 AS 2, FAL LO 1 AS 6, MATHSLO 5 AS 1, NS LO 1 AS 2.1,GEO LO 3 AS 1, 2, 3, 4 & 5: LO 1 AS 3:TECH LO 1 MAKES AS 1 & 2 ( MYCLEVER pg 71 - 75)RESOURCESMoney, pictures, photos, waste materials,containers (big), refreshmentsASSESSMENT STRATEGIESFORMTOOLSTOOLSMETHODSMETHODSWEEK 5 (ANA)ANUAL NATIONALASSESSMENTFFLLITERACY ANDNUMERACY
WEEK 6 (HOBBIES)LO 3 AS 1Describes own abilities,interests and strengths.CONCEPTSIdentification of one’s strongpoints.LO 4 AS 4Participates in play anddescribes its effects on thebodyCONCEPTExplains effects of the physicalactivity on the bodyLO 3 AS 5Identifies group work skills andapplies them consistentlyCONCEPTTaking responsibility andaccountability in own groupLO 1 AS 1Compares healthy and poordietary habits and describesthe effects of such habits onpersonal healthCONCEPTImportance of a healthy diet10WEEK 7 ( PEOPLE IN OURCOMMUNITY)LO 1 AS 4Identifies relevant people andtheir contact details to reportcases of accidents, abuse,crime, fire, illness and injury.CONCEPTPeople in the health care andsafety professions like nurses,policemen, social workers,traditional healers. Know themand their role in societyWITHINLO 3 AS 2Explains why on body should berespectedCONCEPTSUnderstanding of what onecould do in cases of abuse (whoto tell, contact person)WEEK 8 ( CELEBRATIONS)LO 2 AS 5 pg 131 sport onDiscuss diet, clothing and decorations in avariety of religions in South Africa.CONCEPTDiscuss similarities and differences infestival decorations used by differentreligions.WITHINLO 3 AS 4Demonstrate assertiveness appropriate tosituationCONCEPTAction plan for different situationLO 2 AS 3Discusses the role of acceptance, giving,forgiveness, sharing in healthy socialrelationship.CONCEPTImportance of sharing with others and cooperating with people
LESSON PLAN EXEMPLAR WEEK 2TERM 4DURATION: WEEKSLearningOutcomesandAssessmentStandardsLO 2 AS 5Discuss diet,clothing anddecorations ina variety ofreligions inSouth AfricaLO 2 AS 4WITHINLO 4 AS 1LO 3 AS 4LO 3 AS 3INTEGRATIONSS HIST. LO 3AS 1, 2 & 3NS LO 1 AS1.111LEARNING PROGRAMME:LIFE SKILLSGRADE 3CONTEXT: DIFFERENT CULTURESLearning ActivitiesActivity 1Baseline Activity – ask learners to name different religions and cultures theyknow in South Africa, What differences and similarities do these have, Do theyhave any symbols, When do these attend their services., What uniforms dothey wear if they have it, what cultural activities are there in their communityetcActivity 2Discuss different religions in South Africa such as Christianity, Islam, Judaism,Buddism, African Tribal Religions etc.Activity 3Learners should be given a work sheet to match symbols, names, clothingand days of different religionsActivity 4Invite different church leaders to come and address the learners on their churchproceedingsActivity 5Parents should also be invited to come and address the learners on culturalactivities in their community. The parents should be invited to teach learnersabout the different cultural dances, clothing, music and diet preparing for aCultural Day.Activity 6Learners should be divided into smaller groups. Each group to be allocated aDetails ofAssessmentINFORMALMethodTeacher observationPeer assessmentFormDemonstrationWrittenTool :CHECKLISTRUBRIC
different cultural group to go and research. They give feed back to the wholeclass. Everyone should practice the different situationsActivity 7Cultural Day – Each group to present starting it from the attire, diet, dance,songs and days put aside for different cultural and/ or religious activities.Activity 8The learners should work in different groups answering work sheetsGroup 1. – Talk about the following: What similarities can they find among thedifferent religious and cultural celebrations. Do they think that people withdifferent beliefs can live and work together in the same community? Why orWhy not? They should write their answers downGroup 2 – Have you done or said something in the past that was unkind orhurtful? What was the reason for you to say that? Write your own prayer askingfor forgiveness.Group 3 – Why is it important for us to remember and celebrate our heritage?Is it good to have many different cultures living together in South Africa? Givereason for your answer. What can we learn from each otherGroup 4 – Give them a picture with a story of any role model. Each member tohave a chance to read. They discuss their feelings about the story and the rolemodel. They can start discussing about their own role models. They write fewsentences on what they think a role model should be likeActivity 9The learners should study pictures of the clothes worn by different religions.Formal Assessment Task Activity 1They should write the name of the religion and write few sentences to describetheir clothing. They must do some research.RESOURCES: Worksheets, parents, different church and cultural leaders, posters with different church and cultural symbols, differentmusic instruments. Group tasksREFLECTIONS AND BARRIERS:12
LESSON PLAN EXEMPLAR WEEK 3 & 4TERM 4LEARNING PROGRAMME:LIFE SKILLSDURATION: WEEKSLearningOutcomesandAssessmentStandardsLO 1 AS 1Participates ina recyclingproject andexplain howrecyclingcontributes toenvironmentalhealth.WITHINLO 1 AS 2LO 4 ASINTEGRATIONTECH : LO 1AS 2, 4 & 5EMS : LO 1AS 2 & 3MATHS: LO513GRADE 3CONTEXT: POLLUTIONLearning ActivitiesActivity 1The learners should think of all the ways of usingo Left – over foodo Animal dungo Vegetable peelingso Old clothesIntroduce learners to the idea that there are many types of pollution and littering isone of them. Hand out copies of a worksheet with the following columns.Drawing of a binDrawing of a binDrawing of a binDrawing of a binDetails sessmentTool :CHECKLIST
AS 1GEO: LO 3 AS1, 2, 3, 4 & 5FAL: LO 1 AS6Discuss the kinds of waste that one finds at home e.g. Milk bottles, sweet papers,plastic bags, cardboard rolls, newspapers etc. Let them sort the waste and put it inthe columns aboveActivity 2Give them a picture with different kinds of waste material. They should answer thefollowing questions What sort of litter can you see? Where does it come from? What can be done about it? What effect do you think it has on the environment?Activity 3 Draw four bins per group with the following labels: Paper, glass, plastic andmetal. Learners sort and cut out pictures of litter and glue them into the correct bin. Organise four bins with the following labels: Paper, glass, plastic and metal. The learners go to the nearest area to collect waste. They should sort and put the waste into relevant different bins.Formal Assessment Task Activity 2Learners use waste materials to make balls, rackets, dust pans, skipping robes etc.Using those they perform basic movements e.g. play tennis, throw and catch balls inpairsActivity 4Give them a worksheet with a problem to be solved e.g. If people could sell wastematerial, would there still be litter? A recycling company pays: R1.30 for a drink can.80c for a plastic bag, 15c for a sweet paper, R2.10 for a drink bottle and 50c for anewspaper and 20c for a chip packet. How much money would you get if you pickedup14
2 newspapers 2 cans 12 chips packets 4 cold drink bottles 1 newspaper 4 sweet papers 6 cans 3 plastic packets 3 cold drink bottles 3 newspapers Now make up your own sums.They discuss how waste materials can be sold to recycling companies to raise funds.Visit a place where waste materials are recycled.Conduct a survey as follows: Collect a bag of at least 5 items of litter found on the playground. List the items your group has found and their total number. Report back to the class. Write down the common items found.The learners should draw a bar graph showing the above results.Activity 5They should write down 3 things that could pollute our water and give reason for theiranswer.RESOURCES: waste material, graphs, worksheetsREFLECTIONS AND BARRIERS:15
LESSON PLAN EXEMPLAR WEEK 6TERM 4LEARNING PROGRAMME:DURATION: WEEKSDAILY:1 Hour 15 min DailyLearning Outcomesand AssessmentStandardsLO 4 AS 4Participates in playand describes itseffects on the body.LO 4 AS 2Performs basicmovements insequence and withrepetition, with andwithout equipment.LO 4 AS 3Explores expressivemovements usingcontrast of speed,direction, body, shapeand positionLO 4 AS 1Demonstrates avariety of perceptualmotor skills, in pairsand in teams usingsimple rules.16LIFE SKILLSWEEKLY: 6 Hours 15 minGRADE 3CONTEXT: HOBBIESLearning ActivitiesActivity 1Divide the class into groups. Give each group a picture cut of a healthy looking personfrom magazines They discuss the picture by answering the following questions: (a) What does a fitand a healthy person look like? (b)What do people do to stay fit and healthy? Give groups time to think of suggestions about the questions and to write theirideas in their books. Discuss their ideas Ask the learners about what they understand of exercise. Let them have a discussion on the importance of exercising.Activity 2 Ask the learners to take note of how they are feeling today Let them discuss their findings in groups. Learners should take turns pretending to play a sport or a game. The rest of the group should guess what sport or game is being demonstrated.Activity 3 Discuss what the learners have had for breakfast and how important this meal isto their wellbeing Ask what they have brought for lunch, they need some sort of starch and someprotein at each meal to keep them going, fruit gives them energy Give the learners magazines where they are going to cut different types ofhealthy foodDetails stRating scale
INTEGRATIONLO 1 AS 1Compares healthyand poor dietaryhabits and describesthe effects of suchhabits on personalhealth.A/C LO 1 AS 5Use skills ofobservation, imitationand exaggeration tocreate character andmood in dramatic playand exerciseFAL LO 1 AS 4Shows understandingof a sequence ofinstructions byfollowing themcorrectly Let them paste these on their paper plates and present them to the group.FORMAL ASSESSMENT TASK ACTIVITY 3 Let them listen to the music of your choice. Allow them to move creatively and freely in pairs to the music creating theirown movements, steps and sequences. Join two pairs together so that there are 4 learners in a group. One pair to teach the other their movements and vice versa. Allow join other groups together to have more learners and more movements. Learners should now create own sequence in groups Allow the learners to move freely for 5 minutes per groups doing differentmovements in sequence. Other groups should assess and evaluate the movements of the group onstage Allow them to stop the movement and discuss how they feel e.g. tired, thirsty,legs with cramps, breathless, enjoying the activity etc Let them settle down.RESOURCES: Magazines, picture cuts, tape recorder, paper plates, scissors, pritt/glueREFLECTIONS AND BARRIERS:17
LESSON PLAN EXEMPLAR WEEK 7TERM 4DURATION: WEEKLearning Outcomesand AssessmentStandardsLO1: AS 4 –Identifies relevantpeople and theircontact details toreport cases ofaccidents, abuse,crime, fire, illnessand injury.INTEGRATIONHLLO1 AS1Listenattentively andrespond s toextended sequenceof instructionsappropriate to thelearners levelLO2 AS5Contributes togroup and class18LEARNING PROGRAMME:DAILY:1 Hour 15 min DailyLIFE SKILLSWEEKLY: 6 Hours 15 minGRADE 3CONTEXT: PEOPLE IN THE COMMUNITYLearning ActivitiesActivity 1Divide your learners into groupsGroups are given different situations to discuss about e.g.an accident A house on fire A sick person/a child An old woman who is living alone Someone who is robbed An abused personGive them leading questions if necessary e.g. What can you do to assist that person? To whom can you report the case? Where can you report the case?Let them report back to the classActivity 2Draw a blank table on the board( write only headings) ask the learners to help you fillthe tablePeoplewho helpusHow dothey helpusWhere dothey workWhat dothey driveDetails of AssessmentINFORMALFormOral practicalWrittenMethod: EducatorTool :RubricChecklist
discussionsLO3 AS1 Reads forinformationLO4 AS7.2Completes a writingtask within a settimeArt &CultureLO2 DramaWorks with otherswhen exploringsituations in roleActivity 3Explain to the learners the importance of having an emergency telephone number listready at school and at home in the case of emergency Divide the learners into groups of 4, give each group a local telephonedirectory Show them the emergency pages in front of the telephone directory Each group member should then compile his or her own emergencytelephone list to take home Make sure learners include their personal numbers on the list forexample: mother’s cell phone number Get learners to memorise the 10111 emergency telephone number Group of learners act different scenarios e.g. a girl who is been robbedcoming from school, an accident on the way to schoolRESOURCES: Telephone Directory, Pictures of accidents, crime, Small books with emergency list, Pictures with people: Policeman, NursesTraffic officer, Fire fighters, Doctors , Social workersREFLECTIONS AND BARRIERS:19
LESSON PLAN EXEMPLAR WEEK 8TERM 4DURATION: WEEKLearning Outcomesand AssessmentStandardsLO2 AS5 Discussdiet, clothing anddecorations in avariety of localculturesIntegrationWithin:LO3 AS5 Identifiesgroup work skillsand applies ropriatelistening behaviour20LEARNING PROGRAMME:LIFE SKILLSGRADE 3CONTEXT: CELEBRATIONSLearning ActivitiesActivity 1Ask learners to bring a photo of their parents and share with the class things about theirparents e.g. where they were born, how they grew up, their religion and their jobsActivity 2Learners are requested to bring an item and if possible an example of food and clothinglinked to their culture and or religion. Divide the class into groups according to aparticular culture or religion. Each group is required to prepare a presentation on thedress and diet of their religion. Allow them time to plan NB: When dealing with learnersfrom rural areas, the teacher must provide the learners with information of differentcultures. Then they present to the rest of the classActivity 3Discuss different religions in South Africa such as Christianity, Islam, Judaism, Buddism,African Tribal Religions etc. Learners discuss the differences between ordinary holidaysand religious festivalsActivity 4Build up a chart or timeline to show holidays and festivals throughout the year. Askquestions like: when do you go on holiday? How do you celebrate well known festival,refer to all religions. Talk about how often these celebrations take place, talk about foodeaten at these festivalsActivity 5Allow the learners to dress up and set the sample food on the table for all to tasteDetails ools:ChecklistObservation sheet
by showing respectfor the speaker,taking turns tospeak, askingquestions forclarificationAS3Recognisesand shows respectfor differentvarieties oflanguageL02 AS5Contribitesto group discussionLO3 AS2.6Discusses in ownhome languagesocial and ethicalissuesFor more information visit website: estivals/BBC-School-Hajj and Eid-ul-Adha.mhtRESOURCES: Magazines, News paper, Food from different cultures, Clothes from different culturesREFLECTIONS AND BARRIERS:21
Weeks2LO2AS5FAT13&41164422ACTIVITYFAT 1 :Activity 1They should write the name of thereligion and write few sentences todescribe their clothing.FORMWrittenRubricTOOL1FAT 1: Activity 2Learners use waste materials to makeballs, rackets, dust pans, skipping robesetc.practicalRubric1FAT 1: Activity 3Let them listen to the music of yourchoice. Allow them to move creativelyand freely in pairs to the music creatingtheir own movements, steps andsequences. Join two pairs together sothat there are 4 learners in a group.One pair to teach the other theirmovements and vice versa.Allow join other groups together to havemore learners and more movementsDemonstrationChecklist/ratingscale
Teaching time for Life Skills is 1 hour 15 minutes daily, 6 hours 15 minutes weekly in Grade 3 according to National policy. This time allocation for Life Skills must be adhered to. All the lesson plans have been designed to cover Learning Outcomes and Assessment Standards for
6 Grade 6 Lesson exemplars 64-66 7 Grade 7 Teaching and learning activities 67-86 8 Grade 7 Lesson exemplars 87-88 9 Grade 8 Teaching and learning activities 89-103 10 Grade 8 Lesson exemplars 104-113 11 Grade 9 Teaching and learning activities 114-127 12 Grade 9 Lesson exemplars 128-135
4 Step Phonics Quiz Scores Step 1 Step 2 Step 3 Step 4 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 . Zoo zoo Zoo zoo Yoyo yoyo Yoyo yoyo You you You you
The Intermediate Value Theorem Lesson Plan Functions and Number Sense Lesson Plan Limit Definition of the Definite Integral Lesson Plan The Derivative at a Point The Derivative Function Lesson Plan Local Linearity Lesson Plan The Quotient Rule Lesson Plan Implicit Differentiation Lesson Plan Related Rates .
Lesson Plan). The lesson plan (sometimes also called lesson note) is included both Type A and Type B. The format of the lesson plan is the same as the standard lesson plan that Ghana Education Service (GES) provides. The sample lesson plans of Type A also contain “lesson plan with teaching hints” on the next page of the standard lesson plan.
Participant's Workbook Financial Management for Managers Institute of Child Nutrition iii Table of Contents Introduction Intro—1 Lesson 1: Financial Management Lesson 1—1 Lesson 2: Production Records Lesson 2—1 Lesson 3: Forecasting Lesson 3—1 Lesson 4: Menu Item Costs Lesson 4—1 Lesson 5: Product Screening Lesson 5—1 Lesson 6: Inventory Control Lesson 6—1
examples of indicative standards of work as previously completed by students or produced by educators. 3. The Case for Using Exemplars Established literature suggests a number of concurrent reasons for the use of exemplars in an educational setting. Key reasons
the pose of the human figure by first finding a sequence of exemplars which match the input sequence, and then esti-mating body joint positions using these exemplars. Both of these are accomplished by comparing motion estimates for the input sequence against those in the exemplar sequences. Figure 1 shows an overview of our approach.
Lesson 41 Day 1 - Draft LESSON 42 - DESCRIPTIVE PARAGRAPH Lesson 42 Day 1 - Revise Lesson 42 Day 1 - Final Draft Lesson 42 - Extra Practice LESSON 43 - EXPOSITORY PARAGRAPH Lesson 43 Day 1 - Brainstorm Lesson 43 Day 1 - Organize Lesson 43 Day 1 - Draft LESSON 44 - EXPOSITORY PARAGRAPH Lesson 44 Day 1 - Revise
